| 对分课堂在生物教学中的效果反馈分析 |
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| 引用本文： | 刘明秋.对分课堂在生物教学中的效果反馈分析[J].微生物学通报,2018,45(3):487-494. |
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| 作者姓名： | 刘明秋 |
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| 作者单位： | 复旦大学生命科学学院 上海 200438 |
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| 基金项目： | 复旦大学2017年度本科教学研究与改革实践重点项目(2017ZD020) |
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| 摘 要： | PAD(Presentation-Assimilation-Discussion)课堂即对分课堂,是一种突破传统课堂、但又区别于翻转课堂和研讨式教学的新模式,已被列入上海市教委新进教师培训内容和教育部网培中心"卓越教学法"系列,正在被广大教师采用。笔者2015年首次将对分课堂引入高等生物学教学,迄今已分别在专业必修课"微生物学"和通识选修课"改变生活的生物技术"中全程实践,共4个学期。本文分析了关于PAD教学模式的106份有效问卷,给读者呈示出该模式在生物学教学中的应用效果,希望为同行提高课堂教学质量提供一种思路,推荐一种新模式。
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| 关 键 词： | 对分课堂，生物学，教学模式，教学效果 |
The teaching effect on Presentation-Assimilation-Discussion (PAD) class in Biology |
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| LIU Ming-Qiu.The teaching effect on Presentation-Assimilation-Discussion (PAD) class in Biology[J].Microbiology,2018,45(3):487-494. |
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| Authors: | LIU Ming-Qiu |
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| Institution: | School of Life Sciences, Fudan University, Shanghai 200438, China |
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| Abstract: | PAD (Presentation-Assimilation-Discussion) class is a new kind of teaching model which is not only different from the traditional teaching, but also different from the flipped classroom and the seminar style teaching. It has been included in the training of new teachers in Shanghai Education Commission and Excellent teaching method series of online training center of Ministry of Education. The author introduced the PAD class into the Biology teaching firstly in 2015. After the application of 4 semesters in two courses, questionnaire surveys were carried out in an anonymous manner. 106 valid questionnaires were gotten. It shows the application effect of the PAD model on Biology teaching and will provide a new idea and a new model for peers to improve the quality of classroom teaching. |
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| Keywords: | PAD class Biology Teaching model Teaching effect |
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